A comparison of in-vivo and video modeling procedures for teaching functional response chains to individuals with developmental disabilities

Abstract

The present study evaluated the effectiveness of in-vivo modeling with video modeling for teaching functional response chains, such as independent living skills, to two individuals with developmental disabilities. Each participant was taught two sets of response chains. In each set, one response chain was taught using video modeling and one response chain was taught using in-vivo modeling. A parallel treatments design across participants and modeling procedures was utilized to evaluate the efficacy of each modeling procedure. In the in-vivo condition, at the start of each trial the participant watched the therapist model the response chain twice. The video modeling condition was the same except the participant viewed a recorded video model of the response chain completed by the same therapist. Throughout all experimental conditions there were no scheduled consequences or prompts. Results are discussed in terms of the overall effectiveness of each modeling procedure in facilitating skill acquisition, and promoting generalization and maintenance of each response chain. In the current study, both the in-vivo and video modeling procedures were effective at promoting skill acquisition, maintenance and generalization.